PRACTICUM IN THE PEDAGOGY OF TESOL
LESSON PLAN 1
Audience: This lesson plan was designed for English language Learners of First Grade, most of them have a low
socioeconomic status and come from immigrant families, mostly from Mexico and El Salvador. The school district
provides 40 minutes of ESL instruction, one day per week to all First Graders who are not English Native Speakers. The
ESL students go to another class with the ESL teacher. The ESL class has for who I wrote the lesson plan for has 7
students.
Content-based Central Focus: Retelling Stories by using the HI5 Retell strategy
Daily Content Objective:
SWBAT Write narratives through which they will recount two or more appropriately sequenced events, including some
details regarding what happened. Use temporal words to signal event order, and provide some sense of closure
Daily Language Objective: SWBAT locate the parts of narrative stories such as characters, setting, beginning, middle, and
end through teachers’ modeling and examples by filling an organizer chart and creating timelines listing the narrative
succession of a story, students will understand sequencing with images to support their writing.
Language Function: SWBAT locate the parts of
narrative stories
Academic Vocabulary and Language Demands:
- beginning of the story
-middle of the story
- end of the story
- sequence
-events
- First, next, then, last and finally.
Linguistic Competency: grammatical, pragmatic,
Language Supports (sensory/graphic/interactive):
discourse, metalinguistic.
-Usage of images and flashcards
-Usage of worksheet
- Presentation of sequence with images and writings.
Materials/Technology used: Wordless video, vocabulary and picture cards, YouTube videos, worksheets, anchor chart
Activity
Focus Or Review
Description of Activities and Setting (Student Engagement)
Teacher will start by asking the students if they remember
what the parts of a story are.
Using the Projector, the teacher will show to the kids some
sequencing cards of the “Three little Pigs” story and will ask
them about the story: What happened in the beginning of this
story? What happened in the middle? What happened at the
end?
With the student’s directions the teacher will organize the
cards in sequence order in the projector.
Once we finish organizing the cards in order the teacher will
explain what the lesson is going to be about.
Time
10 MIN
Teacher Input:
(include what you are
doing to teach
vocabulary, language,
and content)
The teacher will give a feedback of the Warm Up activity by
telling them that she liked how they used some important
words for story retelling such as ((teacher will use students
examples).
The teacher will explain to the Students that the objective of
the lesson is for them to be able to retell a story without
missing any detail.
The Teacher will explain that there are 5 important parts of a
story that they need to always remember.
In order to help them to remember of this 5 important parts of
a story, the teacher will explain that for retelling a story they
always have to have in mind the “hi 5 Retell”
Teacher will ask the students to give her a HI 5 and then she
will show them a poster which explains why a HI 5 will help
them to retell a story.
10 MIN
The Teacher will guide students to show each finger for each
part of the story.
The teacher will ask the students to tell a friend what each
finger is.
Guided
Practice/Application
*Focus on student
engagement and
application of
language
(academic/new)
Once the students have memorized each part for each finger,
the teacher will tell them that is time for them to use the HI 5
Retell.
Teacher will show the students a video of the “Goldilocks and
the Three Bears story”
https://www.youtube.com/watch?v=4JUk4umsUNw
After watching the video the teacher will ask the students to
show their HI 5 Retell by discussing and sharing the sequenced
parts of the story:
Thumb: Who the characters are
Pointer: Setting
Middle Finger: Beginning of the story
Ring Finger: Middle of the story
Pinky finger: End of the story
Teacher will remind them to use key words such as: First, next,
15 MIN
Independent
Practice/Application
*Focus on continued
application of
language
then, last and finally.
The Teacher will explain that now is time for them to write and
retell the parts of the story using the HI 5 retell.
The teacher will give each student a HI 5 Retell worksheet for
them to fill it by cutting and pasting the corresponding parts of
the story.
25 min
And after they finish they will write in another worksheet the
sequenced parts of the story.
Formative/Summative Students’ outputs and participation during the lesson.
Assessment
Student’s worksheets and writing prompts.
Method(s):
Class discussion: How do you think this new strategy is going to help you? What was the most
difficult part for you? What was the least difficult part of the strategy?
Closure
The teacher will explain the students that it is very important
5 min
to remember the HI 5 Story Retell every time we want to retell
a story with details.
For closing the teacher will show them a video to help the
students self-assess if the retelling activities that we worked
on.
https://www.youtube.com/watch?v=w33-m8-geuM
LESSON PLAN 2
Audience: This lesson plan was designed for English language Learners of Kinder, most of them have a low
socioeconomic status and come from immigrant families, mostly from Mexico and El Salvador. The school district
provides 40 minutes of ESL instruction, one day per week to all Kindergarteners who are not English Native Speakers.
The ESL students go to another class with the ESL teacher. The ESL class has for who I wrote the lesson plan for has 5
students.
Content-based Central Focus: Phonics, Learning Vowels ai/ay by using technology involved activities
Daily Content Objective:
SWBAT recognize words that contain the sounds a/ai/ay and increase their vocabulary while reinforcing their speaking and
listening skills.
Daily Language Objective:
SWBAT develop phonetic awareness of the sounds ai/ay and recognize words that contain this sounds by listening to
audiovisual video, repeating the sounds they hear, and playing Kahoot on their Ipads, students will reinforce their
pronunciation to support their speaking skills
Language Function: SWBAT locate the sounds
ai/ay in vocabulary words.
Academic Vocabulary and Language Demands:
Kinder sight words: day, play, sail, train, rain, tray, etc.
Linguistic Competency: phonetical, grammatical,
discourse.
Language Supports (sensory/graphic/interactive):
-Usage of images and flashcards
-Usage of worksheet
-Ipads – Kahoot vocabulary game
Materials/Technology used: Phonic videos, vocabulary and picture cards, YouTube videos, Kahoot , flashcards,
Activity
Focus Or Review
Description of Activities and Setting (Student Engagement)
Using the projector the teacher will show to the kids some
flash cards about vocabulary words with the sounds ay/ai, and
she will ask them: what is similar about this words? She will
ask them to repeat the words after her. Once we finish looking
at the flash cards the teacher will explain what the lesson is
going to be about.
Time
10 MIN
Teacher Input:
(include what you are
doing to teach
vocabulary, language,
and content)
The teacher will give a feedback of the Warm Up activity by
telling them that she liked how they read the vocabulary
words trying their best to pronounce the words correctly.
The teacher will explain to the Students that the objective of
the lesson is for them to be able to recognize the sounds ai/ay
on the words and to pronounce and read them correctly.
Using the projector the teacher will show the students one
video, and she will ask the kids to listen and repeat carefully to
10 MIN
the sounds they hear.
Video:
https://www.youtube.com/watch?v=ghd898RDjEM&t=8s
The teacher will explain that even when those letters look
different, the sound is similar. Using a big laminated card, she
will explain that there is a “clue” to recognize when to use
ay/ai in the words, telling them that most of the time “ai” goes
in the middle like in the word RAIN and “ay” goes in the end
like in DAY.
She will show the kids another video to clarify this.
Video:
https://www.youtube.com/watch?v=BGrIyCT7nK0&t=6s
Guided
Practice/Application
*Focus on student
engagement and
application of
language
(academic/new)
Once the students have practice the phonetic sound, the
teacher will give one iPad for each Student and she will explain
that we will be playing Kahoot.
Kahoot is an exciting and interactive game which allows to
create games based on questions. This Kahoot game will
contain multiple choice questions for the students to choose
the correct one depending on what is required by the game.
Independent
The teacher will give general instructions, rules and directions
about how to use the Ipad, she will guide them thru the
process of typing their names and getting their Ipads ready to
start with the game.
Once we are all ready we will start the “contest”.
The teacher will tell them the kids to put the Ipads on the
25 MIN
15 min
Practice/Application
*Focus on continued
application of
language
corresponding basket.
The Teacher will explain that now is time for them to write and
practice what they have learned by completing a worksheet of
words with ay/ai.
Formative/Summative Students’ outputs and participation during the lesson.
Assessment
Student’s worksheets and writing prompts.
Method(s):
Teacher Observations and notes.
Student participation.
Closure
The teacher will explain the students that it is very important
to remember when to use ay/ai when we write so we can use
words appropriately.
For closing the teacher will show them a video to help the
students retain the information.
https://www.youtube.com/watch?v=mikwlrPauwY
5 min
LESSON PLAN 3
Audience: This lesson plan was designed for English language Learners of First Grade, most of them have a low
socioeconomic status and come from immigrant families, mostly from Mexico and El Salvador. The school district
provides 40 minutes of ESL instruction, one day per week to all First Graders who are not English Native Speakers. The
ESL students go to another class with the ESL teacher. The ESL class has for who I wrote the lesson plan for has 7
students.
Content-based Central Focus: Culture, reinforce reading comprehension skills while learning about culture
Daily Content Objective:
SWBAT make inferences and connections to their real life by comparing the book events with their own experiences.
Daily Language Objective: SWBAT locate the parts of narrative stories such as characters, setting, beginning, middle, and
end through teachers’ modeling and examples by filling an organizer chart and creating timelines listing the narrative
succession of a story to support writing skills.
Language Function: SWBAT locate the parts of
narrative stories.
Academic Vocabulary and Language Demands:
- events
- First, next, then, last and finally.
-culture
- family
- traditions
Linguistic Competency: grammatical, pragmatic,
discourse, metalinguistic.
Language Supports (sensory/graphic/interactive):
-Usage of images and flashcards
-Usage of worksheet
- Presentation of sequence with images and writings.
Materials/Technology used: Wordless video, vocabulary and picture cards, YouTube videos, anchor chart, worksheets
Activity
Focus Or Review
Description of Activities and Setting (Student Engagement)
Teacher will start by asking their students about what do they
do to celebrate birthdays at home, the teacher will tell the
students her own story about how she celebrates different
dates in her country, Ecuador.
The teacher will show the kids a video about a Mexican family
History, and then she will ask: Did you like the video? Why?
What similarities you find in this video with your family? What
you liked the most about this video?
Time
10 MIN
https://www.youtube.com/watch?v=nPiVhLuAihA
The teacher will the kids that it is very important to be proud
of the country that our family is from, she will explain that our
culture and traditions is something amazing that we should be
very proud of.
Once we finish our discussion about the video, the teacher will
explain what the lesson is going to be about.
Teacher Input:
(include what you are
doing to teach
vocabulary, language,
The teacher will give a feedback of the Warm Up activity by
telling them that she liked the connections they made with
their real life situations.
The teacher will explain to the Students that the objective of
10 MIN
and content)
the lesson is for them to be able to make connections when
reading a book.
The teacher will explain the students that they will learn 3
important steps to make connections:
The Teacher will guide students to show how to make the
mimics of the three steps and she will explain about each step:
1. Text to text
2. Text to Self
3. Text to World
The teacher will ask the students to show a friend what the
three steps to make connections are by using body language.
Guided
Practice/Application
*Focus on student
engagement and
application of
language
(academic/new)
Once the students have memorized each step, the teacher will
Teacher will read out loud the book “Fiesta Mexicana”.
After reading the book the teacher will ask the students to
make connections with the book using the 3 steps strategy by
discussing about who do they feel related to the book.
Teacher will ask questions such as:
Has anything like this happened to you?
Have you ever been in a Mexican party?
Does this book remind you to something?
Who the characters are?
What is the setting of the story?
15 MIN
Independent
Practice/Application
*Focus on continued
application of
language
Teacher will remind them to use key words such as: First, next,
then, last and finally.
The Teacher will explain that now is time for them to write
about the connections they made with the book.
The teacher will give each student a connection worksheet for
then to fill.
25 min
Formative/Summative Students’ outputs and participation during the lesson.
Assessment
Student’s worksheets and writing prompts.
Method(s):
Class discussion: How do you think this new strategy is going to help you? What was the most
difficult part for you? What was the least difficult part of the strategy?
Closure
The teacher will explain the students that it is very important
5 min
to remember the 3step strategy when they are asked to make
connections.
For closing the teacher will show them a video to help the
students self-assess if the retelling activities that we worked
on.
https://www.youtube.com/watch?v=0wpByvesEMU